Open AccessEducating through Movies: How Hollywood Fosters Reflection
Author(s) -
Pablo González Blasco,
Mariluz González Blasco,
Marcelo Rozenfeld Levites,
Graziela Moreto,
James W. Tysinger
Publication year - 2011
Publication title -
creative education
Language(s) - English
Resource type - Journals
eISSN - 2151-4771
pISSN - 2151-4755
DOI - 10.4236/ce.2011.23024
Subject(s) - movie theater , feeling , reflection (computer programming) , hollywood , psychology , process (computing) , key (lock) , domain (mathematical analysis) , aesthetics , path (computing) , pedagogy , mathematics education , social psychology , computer science , visual arts , art , art history , programming language , mathematical analysis , computer security , mathematics , operating system
Learning through aesthetics—in which cinema is included—stimulates learner reflection. Because emotions play key roles in learning attitudes and changing behavior, teachers must impact learners’ affective domain. Since feelings exist before concepts, the affective path is a critical path to the rational process of learning. Likewise, faculty use their own emotions in teaching, so learning proper methods to address their affective side is a complementary way to improve their communication with students. This paper presents experiences of how to use cinema for educating emotions, among students and teachers, to foster reflection and improve teaching skills